SUHAILA BINTI MAJID

• Supported partnerships with external organisations to extend programme reach and impact through collaboration.
• Assisted in implementing project management methodologies to enhance team productivity and project delivery quality.
• Facilitated project meetings, planning, and follow-up task delegation to meet deliverables.
• Conducted programme evaluations to identify areas for improvement and support corrective actions to achieve performance targets.
• Collaborated with stakeholders to define programme objectives, providing tailored solutions to address diverse needs.
• Contributed to the successful launch of over 10 high-profile projects, helping to enhance company reputation in the industry.

• Owned and scaled Western Digital Malaysia’s university relations and early-career talent strategy, delivering sustainable graduate and internship pipelines through long-term partnerships with universities, polytechnics, government agencies, and regional counterparts.
• Translated workforce and capability demand into structured university engagement models, internship frameworks, and graduate hiring pipelines, in close collaboration with engineering, operations, and senior leadership teams.
• Strengthened Western Digital’s graduate employer brand and talent readiness across multiple hiring cycles through curriculum alignment, employability design, and end-to-end programme governance.
• Represented Western Digital in national-level government and workforce development engagements, bridging policy intent with operational execution through cross-sector collaboration and stakeholder negotiation.
• Led a Malaysia–Thailand cross-country internship collaboration, aligning governance, training objectives, and talent mobility, while navigating cultural, regulatory, and operational complexity.
• Co-led a national university and polytechnic consortium, advocating for industry-aligned curriculum development, structured internships, and scalable employability pathways across the semiconductor and technology ecosystem.
• Recognised for strong stakeholder orchestration, adaptive leadership under ambiguity, and a long-term, capability-building mindset.

• Advanced communication competency (clear instruction, feedback, learner engagement).
• Awareness of adult learning and pedagogy (not just subject expertise).
• Autonomy and accountability in professional practice.
• Reflective learning – adjusting methods based on evidence and outcomes.
• Capability transfer - teaching, coaching, assessment, and progression.
• Delivered structured English language instruction to learners across diverse age groups and proficiency levels within formal training institutions (ERICAN, ELS Language Centre) and private learning environments.
• Designed, adapted, and delivered learner-centred lesson plans aligned to instructional objectives, assessment needs, and individual learner progress.
• Demonstrated pedagogical competence by applying differentiated teaching strategies to address varying learning styles, language proficiency gaps, and learner motivation levels.
• Served as a language trainer, facilitating skill development in speaking, listening, reading, and writing through guided practice, feedback, and continuous improvement techniques.
• Provided individualised coaching and progress feedback through private home-based instruction, requiring high levels of learner engagement, accountability, and instructional adaptability.
• Applied reflective instructional practice, continuously refining teaching approaches based on learner response, assessment outcomes, and contextual constraints.
• Exercised professional autonomy and ethical responsibility in managing learner progression, lesson quality, and educational outcomes across both institutional and independent settings.

• Led and coordinated end-to-end student services operations, supporting a highly diverse international student population across multiple intakes and academic cycles.
• Managed and supervised student ambassadors and part-time student staff, including scheduling, task allocation, performance monitoring, and day-to-day operational guidance within office environments.
• Planned, led, and executed multiple large-scale student orientation programmes annually, requiring cross-functional coordination, timeline management, logistics planning, and stakeholder alignment.
• Designed and implemented orientation workflows and engagement structures to ensure consistent delivery, accuracy of information, and a positive student onboarding experience across cohorts.
• Demonstrated cross‑cultural competence by supporting students from multiple countries, addressing diverse needs, communication styles, and adjustment challenges in an academic setting.
• Actively represented the university at career fairs and outreach events, engaging prospective students and stakeholders, while aligning institutional messaging with recruitment and employability objectives.
• Worked collaboratively with internal academic, administrative, and support teams to ensure policy adherence, operational continuity, and service quality during peak student engagement periods.
• Exercised professional judgement and autonomy in resolving student-related issues, balancing institutional guidelines with situational considerations.

Substitute Teacher – Primary Education (2 schools).

• Served as a class teacher with full classroom responsibility, including lesson planning, student supervision, classroom management, and daily instructional delivery.
• Taught core language subjects (Bahasa Malaysia and English), adapting lesson approaches to suit different students' learning needs and proficiency levels.
• Held responsibility for student progress, behaviour, and wellbeing, requiring consistent judgement, maturity, and accountability beyond age or job seniority.
• Coordinated with school administrators and fellow teachers to ensure continuity of learning, particularly in a substitute teaching context.
• Demonstrated early professional autonomy by independently managing classroom environments while balancing institutional expectations, and curriculum guidelines.
• Applied reflective practice in teaching delivery, adjusting methods based on classroom dynamics, student comprehension, and feedback.